Mini-white-boards in the Secondary English classroom: a thread 🧵
I use them a LOT. Mostly, they make for really easy and effective AFL.
Note - it is an expectation at our school that students have their own white board pen. MWBs are provided in each classroom.
👇👇👇
I use them a LOT. Mostly, they make for really easy and effective AFL.
Note - it is an expectation at our school that students have their own white board pen. MWBs are provided in each classroom.
👇👇👇
1. Regular retrieval tasks.
Questions on the board, students write answers on MWBs and after a few minutes I say “boards up in 3, 2, 1”
I get an instant understanding of who knows the content, who doesn’t, who is engaging and who is not. No opt-out 👌
Questions on the board, students write answers on MWBs and after a few minutes I say “boards up in 3, 2, 1”
I get an instant understanding of who knows the content, who doesn’t, who is engaging and who is not. No opt-out 👌
2. Vocabulary examples and non-examples. When teaching a new piece of vocabulary, I show a series of examples of the word used in different contexts. Students put a ✅ on one side of their MWB and a ❌ on the other, then show me which sentences are accurate.
3. Heightening language.
I write a poor example of something on the board (e.g. the story is tragic because people die / Scrooge is really grumpy) and students rewrite it on MWB using ‘heightened language’ (they improve the vocabulary, expression, sophistication etc.)
I write a poor example of something on the board (e.g. the story is tragic because people die / Scrooge is really grumpy) and students rewrite it on MWB using ‘heightened language’ (they improve the vocabulary, expression, sophistication etc.)
4. Grammar.
Looking at the common errors my class is making, I might get students to practise using a language feature correctly by writing it on MWB and then check accuracy to see who still isn’t getting it right.
Looking at the common errors my class is making, I might get students to practise using a language feature correctly by writing it on MWB and then check accuracy to see who still isn’t getting it right.
5. Sentence mimicry.
I show students a great sentence from a text and we look at how it works. Students then write a sentence of their own on MWB which uses exactly the same grammatical structure but with different content.
I show students a great sentence from a text and we look at how it works. Students then write a sentence of their own on MWB which uses exactly the same grammatical structure but with different content.
6. Initial planning/note taking and micro-drafting.
The temporary nature of things written on MWBs means that students feel comfortable writing ideas down, working things out and changing them in a way which they often don’t when writing on paper.
The temporary nature of things written on MWBs means that students feel comfortable writing ideas down, working things out and changing them in a way which they often don’t when writing on paper.
7. Subtle requests.
When they start a piece of independent work, students can write a question or ask for clarification or support on their MWB which is on their desk so that I see it while I’m circulating. (Obviously more urgent queries can still prompt a hand up!)
When they start a piece of independent work, students can write a question or ask for clarification or support on their MWB which is on their desk so that I see it while I’m circulating. (Obviously more urgent queries can still prompt a hand up!)
8. Being responsive.
If at ANY point in a lesson it becomes clear that something hasn’t been completely grasped, I use MWBs to get immediate feedback from the class. I know straight away who knows and who doesn’t, which enables me to adapt my teaching.
MWBs are the best.
If at ANY point in a lesson it becomes clear that something hasn’t been completely grasped, I use MWBs to get immediate feedback from the class. I know straight away who knows and who doesn’t, which enables me to adapt my teaching.
MWBs are the best.
• • •
Missing some Tweet in this thread? You can try to
force a refresh
